Review of Educational Research on Views about Potential Policies for the Mitigation of the Effects of Interaction between Electromagnetic Radiation and Matter in the Earth’s Atmosphere
Published:
Apr 18, 2026
Keywords:
Electromagnetic radiation-matter interactions Environmental mitigation actions/policies Systematic literature review
Abstract
The paper presents the results of a systematic literature review on the understanding of the interactions between electromagnetic radiation and matter relevant to atmospheric issues involving a wide age range of participants. In this review, 106 articles from the relevant research literature of Science Education were organized into 3 categories based on their content. We focused on one category, related to participants’ views on possible environmental actions for mitigating the consequences of the interaction between radiation and matter in the atmosphere. We discuss implication of this review for science education.
Article Details
- Section
- Προφορικές Ανακοινώσεις
Downloads
Download data is not yet available.
References
Bodzin, A. M., Anastasio, D., Sahagian, D., Peffer, T., Dempsey, C., & Steelman, R. (2014). Investigating Climate Change Understandings of Urban Middle-Level Students. Journal of Geoscience Education, 62(3), 417–430. https://doi.org/10.5408/13-042.1
Bofferding, L., & Kloser, M. (2015). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research, 21(2), 275-294. https://doi.org/10.1080/13504622.2014.888401
Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R. W., Kilinc, A., Taylor, N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I. P-A., Kim, M., & Yoon, H. (2014). An international study of the propensity of students to limit their use of private transport in light of their understanding of the causes of global warming. International Research in Geographical and Environmental Education, 23(2), 142–165. https://doi.org/10.1080/10382046.2014.891425
Breslyn, W., Drewes, A., McGinnis, J. R., Hestness, E., & Mouza, C. (2017). Development of an Empirically-based Conditional Learning Progression for Climate Change. Science Education International, 28(3). https://doi.org/10.33828/sei.v28.i3.5
Bruce, M. R. M., Wilson, T. A., Bruce, A. E., Bessey, S. M., & Flood, V. J. (2016). A Simple, Student-Built Spectrometer to Explore Infrared Radiation and Greenhouse Gases. Journal of Chemical Education, 93(11), 1908–1915. https://doi.org/10.1021/acs.jchemed.6b00047
Çelikler, D., & Aksan, Z. (2011). Determination of pre-service elementary science teachers’ knowledge level about ozone layer. Procedia-Social and Behavioral Sciences, 15, 1438-1444. https://doi.org/10.1016/j.sbspro.2011.03.308
Hadenfeldt, J. C., Liu, X., & Neumann, K. (2014). Framing students’ progression in understanding matter: a review of previous research. Studies in Science Education, 50(2), 181–208. https://doi.org/10.1080/03057267.2014.945829
Harris, S. E., & Gold, A. U. (2018). Learning molecular behaviour may improve student explanatory models of the greenhouse effect. Environmental Education Research, 24(5), 754–771. https://doi.org/10.1080/13504622.2017.1280448
Jafer, Y. J. (2020). Assessing Kuwaiti Pre-service Science Teachers’ Greenhouse Effect Perceptions and Misconceptions. International Journal of Science and Mathematics Education, 18(4), 657-667. https://doi.org/10.1007/s10763-019-09992-1
Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social Activism in Elementary Science Education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315–339. https://doi.org/10.1080/09500690500240100
McNeill, K.L., Vaughn, M.H. (2012). Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change. Research in Science Education, 42, 373–399. https://doi.org/10.1007/s11165-010-9202-5
Nyarko, S. C., & Petcovic, H. L. (2021). Ghanaian preservice science teachers’ knowledge of ozone depletion and climate change, and sources of their knowledge. International Journal of Science Education, 43(10), 1554–1575. https://doi.org/10.1080/09500693.2021.1922779
Reinfried, S., & Tempelmann, S. (2014). The Impact of Secondary School Students’ Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming. International Journal of Science Education, 36(2), 304–333. https://doi.org/10.1080/09500693.2013.773598
Tasquier, G., & Pongiglione, F. (2017). The influence of causal knowledge on the willingness to change attitude towards climate change: results from an empirical study. International Journal of Science Education, 39(13), 1846-1868. https://doi.org/10.1080/09500693.2017.1355078
Varela, B., Sesto, V., & García-Rodeja, I. (2020). An Investigation of Secondary Students’ Mental Models of Climate Change and the Greenhouse Effect. Research in Science Education, 50, 599-624. https://doi.org/10.1007/s11165-018-9703-1
Versprille, A. N., & Towns, M. H. (2015). General Chemistry Students’ Understanding of Climate Change and the Chemistry Related to Climate Change. Journal of Chemical Education, 92(4), 603-609. https://doi.org/10.1021/ed500589g
Yazdanparast, T., Salehpour, S., Masjedi, M. R., Seyedmehdi, S. M., Boyes, E., Stanisstreet, M., & Attarchi, M. (2013). Global warming: Knowledge and Views of Iranian Students. Acta Medica Iranica, 51(3), 178-184. Ανακτήθηκε στις 25/06/2025, από: https://acta.tums.ac.ir/index.php/acta/article/view/4467/4449